Remote education provision: information for parents and carers
This information is intended to provide clarity and transparency to students and parents or carers about what to expect from remote education where national or local restrictions require entire cohorts (or bubbles) to remain at home. For details of what to expect where individual students are self-isolating, please see the final section of this page.
We call our remote learning provision ‘School at Home’.
We understand that learning at home can be challenging and we ask that students do their best to engage with learning. Everyone will have a unique set of circumstances to deal with at home and we understand that we all need to be flexible in our approach to ‘School at Home’. We ask that students use their initiative to manage their learning, be patient with the school and their family at home, take a break if it gets too much and email their tutor or class teacher for support.
You can use the links below to jump to specific sections:
The remote curriculum: what is taught to students at home
Remote teaching and study time each day
Accessing remote education
Engagement and Feedback
Additional support for students with particular needs
Remote education for self-isolating students
A student’s first day or two of being educated remotely might look different from our standard approach, while we take all necessary actions to prepare for a longer period of remote teaching.
What should my child expect from immediate remote education in the first day or two of students being sent home?
The school will act as fast as possible to deliver remote learning. We may not be able to do this fully on Day 1 of a bubble/school closure. Our teachers will work fast to provide lesson instructions on satchel:one. However, if this is not possible, students could review their classwork in exercise books and complete homework set on satchel:one. More independently, students might like to read a book or watch a documentary.
Following the first few days of remote education, will my child be taught broadly the same curriculum as they would if they were in school?
- For a number of subjects, such as English, Maths, Business, Computing, Geography, Philosophy, Religion and Ethics, Psychology, Sociology and Social Care, we teach the same curriculum remotely as we do in school.
- However, we have needed to make some adaptations in some subjects. For example: Science – topics that have a high practical element are planned for teaching in school, Film – the sequence of learning has been adapted to ensure students have access to films online, Drama – where the sequence has been amended and practical tasks adapted towards individual skills, Music – where new software has been introduced to allow access to music technology, Modern Foreign Languages – the curriculum has been adapted to allow for greater reinforcement of areas of study, PSHE – where sensitive topics will be delayed until students are back in school and History – where sequences of learning have been changed to allow modules on the Holocaust to be taught in school.
- For some subjects we teach a different curriculum remotely to that which we teach in school. For example, Core PE and Dance – where different facilities and equipment is available and health and safety considerations are needed, Design and Technology – as practical sessions are not possible.
How long can I expect work set by the school to take my child each day?
We expect that remote education (including remote teaching and independent work) will take students broadly the following number of hours each day:
Key Stage 3, 4 and 5: 5 hours
How will my child access any online remote education you are providing?
Lesson instructions are uploaded onto Satchel:One by your child’s class teacher in advance of 08:30 each day. This will contain detailed instruction of the work, including submission requirements where relevant, or might direct them to Microsoft Teams or another subject-specific website to support their learning. This may include - but is not limited to - websites such as Seneca Learning, MathsWatch, Oak National Academy, Quizlet and Carousel Learning.
The school website contains further instructions on how to access OneDrive, Microsoft Teams, in addition to Top Tips for School at Home. Students in lower years have received opportunities to develop skills in using Microsoft applications in their computing lessons.
If my child does not have digital or online access at home, how will you support them to access remote education?
We recognise that some pupils may not have suitable online access at home. We take the following approaches to support those pupils to access remote education:
Barriers to remote learning have been identified via regular and frequent surveying of students and contacting parents, where appropriate. The Knights Templar School has a limited set of IT resources to provide students for use for remote learning activities. Distribution will be made on a needs basis.
Please contact your child’s tutor in the first instance for more information about the issuing or lending of laptops, tablets or internet connections equipment to students. They will contact Mr Sherry, who oversees this initiative.
Please contact your child’s tutor to discuss how your child can access any printed materials needed if they do not have online access. They will liaise with relevant class teachers. In most cases, it might be possible to arrange to drop off completed work at the school reception for teachers if you do not have online access. It is also possible to submit work by means of a photo that is then emailed to the teacher.
How will my child be taught remotely?
We use a combination of the following approaches to teach pupils remotely:
A combination of synchronous – live – education, and asynchronous education – where material is prepared by the teacher and accessed at a later point.
Subjects with high proportions [Very often or quite often] of Live video lessons include:
- At Key Stage 3: Geography, Maths, MFL, History, English and Computing.
- At Key Stage 4: English, Maths, Science, History, Geography, MFL, D&T, Health and Social Care, Business, Music, Media and Film, Drama, and Computing.
- At Key Stage 5: English, Maths, Science, MFL, History, Psychology, Sociology, Business, Philosophy, Religion and Ethics, Music, Geography, Politics, Dance, D&T, Media and Film, Drama, and Computing.
Subjects with high proportions [Very often or quite often] of Online subject platform use e.g. Quizlet, Seneca Learning, MathsWatch etc…include:
- At Key Stage 3: Maths and MFL
- At Key Stage 4: Maths, Science, History, MFL, Geography and Music.
- At Key Stage 5: Maths, History, MFL, Politics, Music.
Subjects with high proportions [Very often or quite often] of recorded teaching e.g. narrated PowerPoints, Oak National Academy lessons etc… include:
- At Key Stage 3: English, Maths, Science, Geography, Core PE, Music, History, Drama and Philosophy, Religion and Ethics [PRE].
- At Key Stage 4: English, Science, Drama, History, Core PE, Health and Social Care and PRE.
- At Key Stage 5: English, Media, History, Dance, Music and PRE.
In order to provide a rich and varied remote curriculum that meets the needs of all students, subjects also utilise varying proportions of the following approaches across Key Stages:
- OneNote and Class Notebook resources, Microsoft Teams Assignments,
- Workbooks or worksheets,
- Project Work, and
- Guided / supported independent study.
- Practical work – making use of everyday objects likely to be available at home, but with alternatives always provided.
Please note that we do not expect students to have to print any resources or worksheets that are produced. Worksheets can be printed if wanted and if possible, but alternatives such as writing responses in their exercise books, clearly labelled and submitting a photo of the work will be absolutely acceptable.
What are your expectations for my child’s engagement and the support that we as parents and carers should provide at home?
We expect our students to do their best to continue their education if they are well.
Students should check their school email and Satchel:One for any specific instructions from their tutor or class teachers. Students should respond to these instructions the best that they can. We recommend that students stick to the school day to provide structure to their learning, however, we recognise the importance of and support the need for flexibility with how and when learning activities are completed.
Parents and carers should support their child’s education by setting routines (using the school day, for example) and provide a positive learning environment (a clear work area for their child). Students should be able to complete learning activities with reasonable independence from their parents and carers most of the time.
We encourage all parents and carers to discuss their child’s learning as this will give their learning value. It would also help students to consolidate what they have learnt.
Parents and carers should encourage their child to contact – via Satchel:One comment or email:
Their tutors for support with wellbeing.
Their class teachers for support with subject lessons.
Parents can also contact tutors and class teachers directly if they have concerns or questions about their child’s education.
How will you check whether my child is engaging with their work and how will I be informed if there are concerns?
Your child’s tutor will check that they are logging into satchel:one to view the lessons that have been set. Tutors will contact home where a lack of engagement arises.
Teachers will also monitor your child’s engagement in their learning through checking submissions and attendance at video lessons. Teachers will add ‘behaviour incidents’ to Edulink to help parents and the school monitor a lack of engagement because they have ‘missed a video lesson’ or that there is a ‘lack of evidence of engagement in learning’. There is no sanction attached to these behaviour incidents, but the school will contact home if concerns arise.
Teachers and school staff will also award praise points for ‘work submitted’ as well as ‘impressive work submitted’.
How will you assess my child’s work and progress?
Feedback can take many forms and may not always mean extensive written comments for individual children. For example, whole-class feedback or quizzes marked automatically via digital platforms are also valid and effective methods, amongst many others. Our approach to feeding back on pupil work is as follows:
As a school, feedback will usually highlight ‘What Worked Well’ and ‘Even Better If’ to support the development of a student’s learning.
In core subjects – English, Maths and Science – students should expect a clear piece of feedback (WWW/EBI) every two weeks. For English, individual feedback is given after every unit, approximately twice per half term.
For non-core subjects, students should expect a clear piece of feedback (WWW/EBI) every two or three weeks depending on the allocation of lessons within this period.
Methods used to feed back on work and progress may include:
- Individual comments on; Satchel:One, email, online subject platform, MS Teams, shared electronic documents or Edulink.
- Whole class feedback: ‘Live’ via MS Teams, Satchel:One discussion, PowerPoint or Narrated PowerPoint.
Methods of assessment vary between subject and Key Stage, and will depend on the nature of the work being completed. Across all subjects, the following forms of assessment may be used:
- Questioning during live lessons,
- Self assessment using mark schemes,
- Digitally assisted marking via online subject platforms e.g. Seneca Learning, Quizlet and MathsWatch etc…
- Practice exam questions,
- Mock exam papers,
- Microsoft Forms and Quizzes,
- End of Unit tests,
- Marking of work completed on OneNote or Class NoteBook,
- Student presentations,
- Submission of coursework.
For subjects with a strong practical element, such as PE, Design and Technology, Drama, Dance and Music, assessment may also include:
- Submission of project work,
- Recording of performances,
- Distance diaries [PE].
How will you work with me to help my child who needs additional support from adults at home to access remote education
We recognise that some students, for example some students with special educational needs and disabilities (SEND), may not be able to access remote education without support from adults at home. We acknowledge the difficulties this may place on families, and we will work with parents and carers to support those students in the following ways:
- Teachers will aim to adapt lesson resources to support students with SEND
- Teaching Assistants will be deployed to make regular contact with students with SEND as appropriate to their needs
- We encourage the use of ‘immersive reader’ on Microsoft Apps: https://www.microsoft.com/en-gb/education/products/learning-tools
- Parents and carers should contact our SENDCo, Mrs Mitchell, or their child’s Head of Year if they have any questions or would like to discuss the support available.
Where individual students need to self-isolate but the majority of their peer group remains in school, how remote education is provided will likely differ from the approach for whole groups. This is due to the challenges of teaching students both at home and in school.
If my child is not in school because they are self-isolating, how will their remote education differ from the approaches described above?
We ask that teachers, subject leaders, tutors and year leaders are not contacted directly by students or parents regarding work to do at home because they will be in lessons and working with students in school. We have set up a specific email for students and parents to use to contact the school with any questions about learning activities, wellbeing or IT difficulties. The email address is: firstname.lastname@example.org
Details of the School at Home programme for individual students who are self-isolating can be found here.